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UNIVERSITY  BULLETIN 

NEW   SERIES,  VOL.  XVII,   NO.  9  SEPTEMBER,  1915 

UNIVERSITY  OF  MICHIGAN 

j  The  Subject-Matter  and  Administration 
of  the  Six-Three-Three  Plan 
of  Secondary  Schools 


By  CALVIN  0.  DAVIS 

Associate  Professor  of  Education 


SHJ  oj; 


WOJU 


ANN  ARBOR 

PUBLISHED   BY   THE    UNIVERSITY 
1915 


UNIVERSITY  OF  MICHIGAN 


The  Subject-Matter  and  Administration 

of  the  Six-Three-Three  Plan 

of  Secondary  Schools 


By  CALVIN  0.  DAVIS 

Associate  Professor  of  Education 


ANN  ARBOR 

PUBLISHED    BY    THE    UNIVERSITY 
1915 


THE  CONTENT  AND  ADMINISTRATION  OF  THE 
SIX-THREE-THREE  FLAN.1 

Ever  since  the  time  of  Socrates  and  the  Sophists  some  body 
has — or  some  bodies  have — constantly  and  consciously  been  seek- 
ing- to  bring  about  modifications  in  the  character  and  work  of  the 
schools.  The  age  in  which  we  live  is  in  no  wise  unacquainted 
with  persons  of  like  zeal. 

Classified  somewhat  loosely  these  reformers  may  be  divided 
into  two  main  groups :  one  group  emphasizing  changes  in  the 
external  form  or  organization  of  schools ;  the  other  group  stress- 
ing the  need  of  modifying  the  subject-matter,  or  content  of 
study,  and  the  internal  administration  of  school  work.  While, 
however,  there  is  this  difference  in  emphasis  the  real  aim  of  both 
divisions  is  identical,  namely,  how  to  make  the  schools  serve  more 
effectively  the  increasingly  larger  number  of  pupils  who  are  at- 
tending them  or  who  can  be  led  to  attend  them. 

THE:  PLAN  IN  GENERAT,. 

Among  the  suggested  reforms  which  are  today  here  in  Amer- 
ica being  given  much  attention  is  the  question  of  a  rather  com- 
plete reorganization  of  the  entire  school  system  and  the  shaping 
of  it  somewhat  closely  after  the  model  of  the  six-six  ideal.  The 
purpose,  character  and  alleged  advantages  of  this  ideal  are  more 
or  less  familiar  to  all.  Briefly  stated  the  plan  contemplates  the 
abandonment  of  the  present  arrangement  of  a  four-year  high 
school  following  an  eight-year  elementary  school  and  the  division 
of  the  customary  twelve  grades  of  the  public  schools  into  two 
equal  part, — six  years  being  devoted  to  elementary  school  work 
and  six  years  to  secondary  school  work. 


*An  address  delivered  before  the  joint  meeting  of  the  Superintendents' 
and  the  School  Boards'  Sections  of  the  Michigan  State  Teachers'  Asso- 
ciation at  Lansing,  Michigan,  April  23,  191 5,  and,  by  resolution,  ordered 
printed  and  distributed  to  the  schools  of  the  state. 


340914 


—  4  — 

Many  reasons  are  advanced  by  the  advocates  of  this  change 
in  defense  of  the  propoganda,  the  most  vital  and  significant  of 
these  being  the  following : 

First,  the  true  function  of  elementary  instruction  is  merely 
to  supply  the  tools  of  culture,  to  lay  the  foundations  of  education 
and  training,  and  to  implant  and  engraft  only  those  common 
elements  of  physical,  mental  and  moral  well-being  which  are. 
universally  accepted  as  necessary  for  the  proper  adjustment  of 
every  individual  to  his  environment.  These  include  (i)  a  fund 
of  elemental  stock  information  of  a  common  character,  (2)  ele- 
mental and  common  ideals,  drills,  and  habits  that  shall  determine 
personal  attitudes  and  responses,  and  (3)  a  school  regimen  that 
shall  furnish  a  social  medium  for  the  development  of  appropriate 
social  forms  and  reactions.  The  opinion  here  voiced  is  based 
upon  analyses  of  the  experiences  of  several  European  nations, 
upon  experimental  pedagogical  investigations  carried  on  in  var- 
ious cities  within  our  own  country,  and  upon  recent  psychological 
and  socialogical  deductions  which  have  been  pretty  positively 
established.  The  conviction  therefore  seems  final  that  a  shorten- 
ing of  the  eight-year  undifTerentiated  common  school  course  is 
practicable  and  wise. 

On  the  other  hand  (secondly}  four  years  are  altogether  too 
short  a  period  in  which  to  give  the  differentiated  instruction  and 
training  which  in  this  century  have  become  almost  necessary  for 
all  persons  seeking  to  occupy  other  than  the  mO'St  menial  and 
subordinate  positions  in  business  and  society.  Economic  condi- 
tions have  become  so  exacting,  social  relations  have  become  so 
complex,  and  personal  wants  have  so  multiplied  within  the  past 
quarter  century  that  the  old  common-school  education  which  fitted 
an  individual  fairly  adequately  to  take  his  place  in  a  developing 
community  even  a  decade  ago,  now  (at  least  for  many  persons) 
no  longer  suffices.  Tn  place  of  this  a  much  more  extended  and 
diversified  education  is  required  and  to  meet  this  demand  newer 
and  newer  subjects  of  study  are  being  introduced  into  the  cur- 
riculum. Nor  is  the  limit  of  this  tendency  yet  in  view. 

In  order  to  give  opportunity,  therefore,  for  exploring  this 
wider  range  of  subject-matter  and  in  order  to  permit  each  indi- 
vidual to  acquire  a  fair  mastery  of  some  one  or  more  divisions 


—  5  — 

of  this  enlarged  field  of  study  (once  the  dominant  interests  have 
been  discovered),  the  demand  has  gradually  become  insistent  that 
more  time  shall  be  provided  for  covering  the  work  of  the  second- 
ary school.  Six  years  seem  now  to  be  the  irriducible  minimum 
for  the  attainments  of  these  ideals. 

In  the  third  place  it  is  becoming  more  and  more  clear  to  all 
educational  investigators  that  the  work  of  the  seventh  and  eighth 
grades  as  at  present  organized  is  not  only  markedly  unprogressive 
and  unstimulating  but  also,  to  a  large  degree,  valueless.  Much  of 
the  time  here  is  spent  in  threshing  over  old  straw, — in  reviewing 
courses  already  grown  uninteresting  because  of  vapid  repetition. 
Much  of  the  time,  too,  is  devoted  to  the  consideration  of  topics 
and  problems  that  possess  no  significance  for  contemporary  social 
life.  In  short,  much  of  the  school  effort  put  forth  here  is  ill- 
timed,  ill-placed  and  ill-adapted  to  the  ends  sought.  In  conse- 
quence there  is  here  an  indefensible  waste  of  purpose,  waste  of 
opportunity,  waste  of  energy.  There  is,  therefore,  on  the  part 
of  pupils  a  weakening  of  ambitions  and  of  efforts,  and  hence  an 
enfeeblement  of  accomplishment  and  stultification  of  powers. 
The  net  results,  to  many  youths  at  least,  are  discouragement,  dis- 
satisfaction, indifference  to  school  work  and,  not  infrequently,  the 
abandonment  of  all  attempts  at  further  systematic  education.  Nor 
are  the  social  effects  of  these  individual  lapses  less  detrimental. 
There  is  frequently  an  increase  in  aimlessness,  inefficiency,  cal- 
lousness and  sullenness,  culminating  too  often  in  bitterness  of 
spirit,  morbidity  of  mind,  and  criminality  of  purpose.  The  new 
school  ideal,  therefore,  contemplates  a  rather  sweeping  transfor- 
ation  of  the  content,  discipline,  processes  and  spirit  of  the  two 
years  which  are  at  present  employed  so  unprofitably. 

Finally,  the  six-six  arrangement  of  school  work  harmonizes 
much  more  perfectly  with  the  established  facts  of  physiology, 
psychology  and  sociology,  than  the  existing  arrangement  does. 
The  age  of  twelve  or  thirteen  marks  the  beginning  of  puberty 
and  adolescence  much  more  accurately  than  does  the  age  of  four- 
teen or  fifteen.  This  period  is  characterized  by  marvelous  changes 
in  the  physical,  psychological  and  social  life  of  all  who  pass 
through  it.  Perhaps,  among  these  changes,  the  paramount  one  is 
Ihe  aspiration  and  craving  for  the  f refer  expression  of  personality 


—  6  — 

on  the  part  of  the  adolescent  youth.  For  him  the  unexplained 
edicts  of  authority  no  longer  hold  with  binding  force.  For  him 
the  circumscribed  spheres  of  childish  activity  no  longer  suffice'. 
Feeling  the  stirrings  of  the  qualities  of  manhood,  he  claims  for 
himself  the  exercise  of  the  inalienable  rights  of  adulthood,  name- 
ly, individuality  of  judgment  and  an  enlarged  range  of  activities 
in  which  to  exercise  it. 

Hence  it  is  that  the  school  regime  that  fails  to  take  account 
of  these  changes  in  character  and  interests  which  come  upon 
young  people  at  the  beginning  of  adolescence  must,  in  the  nature 
of  the  case,  fail  to  provide  the  training  that  is  most  suitable  and 
valuable  for  them.  When,  therefore,  a  differentiated  course  of 
study  is  denied  to  pupils  until  they  have  reached  the  age  of  four- 
teen, fifteen,  or  sixteen  years,  a  serious  pedagogical  blunder  is 
committed.  Hence  it  is  that  the  new  ideal  of  the  six-six  plan 
provides  that  the  beginnings  of  secondary  instruction  and  train- 
ing shall  coincide  with  the  true  beginnings  of  the  biological  and 
psychological  secondary  stage  of  development. 

Numerous  other  reasons  could  be  advanced  in  support  of  the 
plan  for  a  reorganization  of  our  public  school  system,  but  the 
ones  adduced  are  basal  and  typify  the  prevailing  attitude  of 
mind  of  those  who  are  leading  the  movement  for  reform. 

AGENCIES  SUPPORTING  THE  PLAN. 

That  the  movement  possesses  vitality  and  worth  is  attested 
by  the  fact  that  the  following  authorities,  institutions,  and  agen- 
cies have  (among  others)  put  themselves  on  record  as  its  sup- 
porters : 

University  of  Michigan. 

Michigan  State  Department  of  Education. 

North  Central  Association  of  Colleges  and  Secondary 
Schools. 

National  Association  of  State  Universities. 

Committee  on  Economy  of  Time  of  the  N.  E.  A. 

Sub-committees  of  the  N.  E.  A.  Commission  on  Reorganiza- 
tion of  Secondary  Education. 


—  7  — 

Superintendents'  Association  of  N.  E.  A. 
National  Bureau  of  Education. 
Several  State  Teachers'  Associations. 

VARIATIONS  OF  THE;  Six-Six  PI,AN. 

Up  to  date,  doubtless,  the  chief  emphasis  of  the  reformers 
has  been  on  the  external  form,  or. the  external  organization  of 
the  schools.  Even  here,  however,  there  has  been  no  approxima- 
tion to  agreement.  The  six-six  plan,  the  six-three-three  plan,  the 
six-two-four  plan,  the  six-one-five  plan,  all  have  staunch  support- 
ers. Indeed  for  many,  the  external  form  of  the  organization  is 
the  most  essential  factor  in  the  entire  problem.  For  example, 
Superintendent  M.  C.  James  of  Berkley,  California  writes :  "The 
strong  argument  for  the  intermediate  school  lies  outside  the  cur- 
riculum," and  he  pleads  for  the  complete  segregation  of  the  7th, 
8th  and  Qth  grades  in  a  building  entirely  separate  and  away  from 
other  school  buildings,  and  a  school  spirit  and  procedure  that 
are  distinctive. 

On  the  other  hand  Gary,  Indiana,  boasts  that  all  twelve 
grades  are  organized  as  a  unit.  Not  only  is  there  no  attempt  at 
the  segregation  of  pupils,  but  by  means  of  inter-connecting  cor- 
ridors and  the  arrangement  of  school  activities,  pupils  of  all 
grades  are  constantly  and  purposely  brought  into  intimate  con- 
tact with  each  other  throughout  a  goodly  portion  of  each  day. 

In  Columbus,  Ohio,  the  ideal  is  secured  through  the  modi- 
fication of  the  organization,  content,  and  methods  in  certain 
selected  elementary  schools,  the  remainder  of  the  seventh  and 
eighth  grade  work  continuing  unchanged. 

In  numerous  other  places  in  which  changes  are  being  intro- 
duced, the  leading  motives  and  explanations  of  the  modifications 
in  school  arrangements  and  practices  are  as  frequently  matters 
of  local  convenience,  temporal*}7  expediency,  and  practical  econ- 
omy as  they  are  of  pedagogical  and  psychological  purpose.  Never- 
theless, the  various  undertakings  all  lead  to  the  same  end,  namely, 
a  conscious  reshaping  of  the  school  organization  throughout  the 
land.  Moreover,  while  the  external  form  of  the  schools  is  ac- 
knowledged to  be  a  matter  of  importance,  it  is  daily  becoming 


—  8  — 

clearer  that,  after  all,  the  organization  is  solely  a  means  to  an 
end,  and  that  the  most  essential  factor  in  the  current  problem 
relates  to  the  subject-matter  to  be  taught,  and  to  the  order  and 
administration  of  this  material. 

ATTITUDE:  OF  MICHIGAN  SCHOOLMEN. 

In  keeping  with  the  newer  educational  theories  and  experi- 
ments there  is  in  Michigan  today  rather  wide-spread  enthusiasm 
for  the  reorganization  of  the  schools  on  the  six-six  plan.  In  most 
instances,  indeed,  the  complete  outline  makes  provision  for  the 
six-three-three  arrangement.  Moreover,  the  wave  of  reform 
seems  to  be  rapidly  spreading.  Nevertheless,  (judging  from  let- 
ters received  from,  and  conversations  held  with,  the  various 
schoolmen  of  the  state),  few,  if  any,  have  as  yet  formulated  any 
very  positive  or  definite  idea  as  to  just  what  changes  are  to  be 
wrought  or  just  what  modes  of  procedure  are  to  bp  adopted  in 
order  to  bring  about  the  realization  of  the  true  six-six  ideal. 
With  the  majority  of  them,  there  is  vagueness,  uncertainty,  and 
hesitancy,  albeit  an  attitude  of  expectant  waiting. 

In  view  of  these  facts,  it  seems  fitting  and  proper  to  present 
herewith  certain  concrete  illustrations  of  the  internal  changes  that 
are  being  contemplated  or  are  actually  being  put  into  operation 
in  various  parts  of  the  country,  and  to  deduce  therefrom  some 
leading  administrative  principles  that  may  serve  as  guides  for 
those  interested  in  the  project. 

WHAT  THT?  PLAN  is  NOT. 

First,  however,  it  ought  to  be  made  clear  that  the  true  six- 
six  plan  is  not  established  or  even  approximated  by  merely  adopt- 
ing any  one  of  the  following  changes  by  itself,  namely : 

1.  Transferring  the  seventh   and  eighth  grades   from  the 
ward  buildings  to  the  high  school  building. 

2.  Departmentalizing  the  work  of  the  seventh  and  eighth 
grades. 

3.  Having  the  seventh  and  eighth  grade  classes  taught  by 
the  high  school  teachers. 


—  9  — 

4.  Segregating  the  pupils  of  the  seventh,  eighth  and  ninth 
grades  by  themselves. 

5.  Promotion    by    subject   within    the    seventh    and   eighth 
grades. 

ESSENTIAL  ELEMENTS  OF  THE  PLAN. 

The  essential  and  indispensible  factors  in  organizing  a  school 
on  the  six-six  plan  are  decidedly  more  comprehensive  than  these, 
though  in  its  completed  form  the  items  mentioned  above  may  be 
included  in  the  scheme.  On  the  other  hand  the  sine  qua  non  of 
the  reform  idea  certainly  does  involve  and  include  the  following : 

1.  A  rather  complete  reorganization  of  the  subject-matter 
to  be  taught,  particularly  within  the  seventh  and  eighth  grades. 

2.  Provision  for  differentiated  curricula  beginning  with  the 
seventh  grade. 

3.  Provision   for   some  individual   freedom   of  election  of 
courses  on  the  part  of  pupils  as  early  as  the  seventh  grade. 

4.  Departmental  teaching  beginning  with  the  seventh  grade. 

5.  Promotion  by  subject. 

The  matter,  therefore,  which  calls  for  the  first  consideration 
in  planning  to  organize  a  school  on  the  six-six  basis,  pertains  to 
the  program  of  studies.  Before  any  positive  steps  at  organiza- 
tion can  be  taken,  the  following  questions  must-  be  asked  and,  at 
least  tentatively,  answered : 

1.  What  subjects,  if  any,  which  are  at  present  traditionally 
found  in  the  school  system,  shall  be  omitted? 

2.  What  reduction  of  the  time  allotment,  if  any,  shall  be 
made  respecting  the  traditional  subjects  that  are  still  to  be  retain- 
ed in  the  curriculum? 

3.  What  transposition  of  subjects  is  to  be  made,  if  any, 
from  traditional  positions  in  the  curriculum  to  other  positions? 

4.  Which  of  the  newer  subjects  that  are  clamoring  for  rec- 
ognition in  the  curriculum  shall  be  admitted,  and  what  assignment 
of  place  and  allotment  of  time  shall  be  given  them? 

5.  What  subjects,  if  any,  shall  be  prescribed  for  all  pupils 
or  for  given  curricula? 


—  10  — 

The  topic  for  today's  discussion  centers  in  these  questions. 
Needless  to  state,  however,  that  no  unequivocal  answer  can  be 
given  to  any  of  them.  The  following  considerations  are,  there- 
fore, offered  merely  as  provisional  attempts  to  solve  the  problems, 
and  to  serve  as  bases  for  constructive  criticisms  and  as  points  of 
departure  for  others  in  the  future.  - 

THE  LOWER  Six  AND  THE  UPPER  THREE  GRADES, 

Possibly  the  program  of  studies  usually  found  in  the  first  six 
grades  of  our  public  school  system  today  needs  no  general  revi- 
sion, and  should,  as  at  present,  be  kept  uniform  for  all  pupils.  As 
previously  stated,  the  chief  function  of  this  division  of  our  school 
system  is  to  lay  the  common  foundations  for  active  participation 
in  the  life  of  a  democracy.  Here,  therefore,  the  common  elements 
of  an  education  call  for  emphasis.  Here  doubtless  any  consider- 
able degree  of  differentiation  in  schooling  would  be  out  of  place 
and  hazardous  to  the  ideals  of  democratic  society.  Six  years, 
however,  ought  to  be  sufficient  to  give  this  mere  formal  training 
in  the  school  arts,  and  there  is  much  evidence  today  which  tends 
to  show  that  six  years  are  adequate  for  the  task. 

The  program  of  studies  of  the  last  three  years  of  the  high 
school  must  in  the  nature  of  the  case  depend  to  a  large  degree 
upon  the  character  of  the  community  in  which  the  school  is 
located, — the  homogeneity  of  the  citizens,  and  their  resources, 
ambitions  and  needs.  Hence  only  after  a  careful  school  survey 
is  made  of  such  particularized  places  can  one  wisely  advise  re- 
specting the  changes  that  should  be  made  in  the  proposed  cur- 
ricula and  in  character  of  their  administration. 

THE  CRUX  OF  THE  PROBLEM  AND  THE  UNDERLYING  PRINCIPLES. 

The  real  crux  of  the  six-six  problem,  therefore,  and  the 
real  point  of  this  discussion  today,  is  to  be  found  in  the  program 
of  studies  and  in  the  organization  and  administration  of  the 
seventh,  eighth,  and  ninth  grades,  the  grades  which  collectively 
are  not  infrequently  styled  the  Junior  High  School  or  the  Inter- 
mediate School. 


—  II  — 

In  formulating  a  program  of  studies  for  this  school  two 
guiding  educational  principles  need  to  be  kept  constantly  in  mind. 
First,  the  period  of  early  adolescence  is  a  period  of  exploration 
and  of  self -disco  very.  Young  people  at  this  age  are  prone  to 
dream  dreams  and  inclined  to  see  visions.  Varied  and  unstable 
ideals  completely  fill  their  horizon.  But  the  power  of  persistent 
effort  toward  the  attainment  of  the  ideal  goals  is  usually  far  from 
commensurate  with  the  strength  of  the  impelling  desire.  In  con- 
sequence, the  period  is  preeminently  a  period  for  developing  the 
power  of  appreciation  of  forms  and  not  to  any  considerable 
degree  a  time  for  attaining  a  mastery  of  principles.  Indeed,  as 
Dr.  Hall  has  so  emphatically  stated  it,  adolescents  are  temper- 
amentally unable  to  carry  thoughts  through  to  their  complete 
and  final  analysis.  They  are  capable  only  of  "touching  the  high 
spots"  in  the  series.  Hence  it  follows  that  the  early  years  of 
adolescence  should  be  years  of  self-testing  and  self -discovery, 
and  the  Junor  High  School  a  testing-place  and  a  testing-ground, 
wherein  opportunities  are  provided  for  "browsing  around"  and 
for  disclosing  permanent  aptitudes  and  interests. 

Second,  once  these  dominant  talents  have  been  revealed,  per- 
fection of  character  and  attainment  can  be  gained  only  through 
a  systematic  and  continuous  exercise  of  them.  Hence  it  follows 
that  guarantees  for  a  continuity  of  effort  must  be  given  if  the 
most  desirable  ends  are  to  be  effected. 

The  delicate  balancing,  therefore,  of  these  two  opposing 
forces,  namely,  freedom  of  choice  and  continuity  of  effort,  con- 
stitutes th£  fundamental  administrative  problem  that  confronts 
the  superintendent  and  principal. 

In  the  accompanying  charts  and  graphs  the  effort  has  been 
made  to  show  concretely  the  manner  in  which  some  authorities 
are  seeking  to  solve  this  problem. 


12 


PLATE  I. 

COURSE  OF  STUDY— INTERMEDIATE  SCHOOLS. 

Berkeley  Public  School  Department. 
SEVENTH,  EIGHTH  AND  NINTH  GRADES. 


SEVENTH   GRADE 

Pds. 

EIGHTH  GRADE 

Pds. 

NINTH  GRADE 

Pds. 

Required 

Required 

'  Required 

English 

5 

English 

5 

English 

5 

Language 

Language 

Language 

Composition 

Composition 

Composition 

Spelling 

Spelling 

Spelling 

Reading 

Reading 

Reading 

Literature 

Literature 

Literature 

Geography    and    World 

American    History    and 

History     thru     Biog- 

5 

Citizenship 

5 

raphy. 

The  Arithmetic   of 

5 

The    Arithmetic    of    the 

5 

Measurements 

Household      and      of 

Trade 

Cooking  or   Manual 

2 

Sewing     or      Manual 

2 

Training 

Training 

Freehand  Drawing 

2 

Freehand  Drawing 

2 

*Music  and  Chorus 

2 

*Music  and  Chorus 

2 

*Music  and  Chorus 

2 

Optional 

Optional 

Elective 

French  —  beginning 

5 

French  —  continued 

5 

French  —  begin,    or   con. 

5 

German  —  beginning 

5 

German  —  continued 

5 

German  —  begin.-con. 

5 

Latin  —  beginning 

5 

Latin  —  continued 

5 

Latin  —  begin,  -con. 

5 

Spanish  —  beginning 

5 

Spanish  —  continued 

5 

Spanish  —  begin.-con. 

5 

Printing  Arts 

5 

Printing  Arts 

5 

Algebra. 

5 

Extra   English 

5 

Extra  English 

5 

Freehand   Drawing 

5 

Elem.   Household  Sc. 

5 

Elem.    Household    Arts 

5 

Manual  Arts 

5 

Printing  Arts 

5 

Pacific  Coast  History 

5 

*  The   eighty   minutes   of   the   music    course    are   divided    into   two    twenty-minute 
recitation  periods  and  one  thirty  minute  chorus  period. 


THE  BERKELEY  PLAN. 

Plate  I  gives  the  course  of  study  (program  of  studies)  of 
Berkeley,  California,  Intermediate  Schools.  This  city  was  one 
of  the  first2  to  undertake  the  reorganization  of  the  school  system 
on  the  six-six  basis,  and  its  program  of  studies  has  doubtless 
served  as  a  suggestive  guide  for  others  to  a  greater  extent  than 
has  the  program  of  any  other  one  school.  Within  this  program 
the  following  items  ought  particularly  to  be  noted : 

i.  Provision  is  made  for  optional  subjects  in  both  the 
seventh  and  eight  grades,  and  for  many  electve  subjects  in  the 
ninth  grade.3 

2..  There  is  little  departure  from  the  old  five-period-per- 
week  arrangement  of  recitation  hours. 

3.  Under  the  caption   English   are  merged   all   phases   of 
work  that  can  appropriately  be  combined  under  the  term, — a  very 
wise  plan,  it  appears,  since  the  arrangement  accustoms  pupils  to 
the  nomenclature  of  the  high  school  and  at  the  same  time  tends 
to  impress  upon  them  the  fact  that  a  relatively  small  number  of 
subjects  pursued  in  the  secondary  school  calls  for  no  less  effort 
on  their  part  than  did  the  pursuit  of  the  large  number  of  subjects 
they  were  accustomed  to  carry  in  the  elementary  school.     For 
many  a  boy  entering  the  high  school  at  present  the  abrupt  diminu- 
tion of  studies  from  a  dozen  or  eighteen  to  four  seems  an  invita- 
tion to  loaf  on  the  job. 

4.  There  is  a  close  correlation  of  History  and  Geography, — 
the  only  pedagogically  justifiable  manner  of  teaching  either  of 
the  subjects. 


2  Perhaps  one  of  the  very  earliest  attempts  at  the  establishment  of  a 
six  year  high  school  was  made  by  Superintendent  (now  Professor)  A.  S. 
Whitney  at  Saginaw,  'Michigan,  in  1899.     The  undertaking,  however,  was 
not  permanent. 

3  By  the  expression  "optional  subject"  is  usually  meant  the  choice  of 
one  subject  only  from  a  group  of  subjects;  by  "elective  subject"  is  meant 
a  range  of  choice  that  may  include  more  than  one  subject. 


5.  Emphasis  is  placed  on  biography  as  the  core  of  historical 
study  in  the  seventh  grade,  and  World  History  takes  the  place  of 
the  course  in  United  States  history  usually  found  in  this  grade, 
— two  most  excellent  provisions,  since  early  adolescence  is  the 
age  of  hero  worship,  the  age  when  human  beings  attract  the 
youth  vastly  more  than  do  the  topics  of  a  political  and  govern- 
mental character,  and  since,  too,  scores  of  youths  who  do  not 
acquire  an  elemental  knowledge  of  World  History  at  this  period 
of  their  school  life  will  never  have  an  opportunity  for  doing  so 
at  all. 

6.  The   retention   of   a   course   in   American   History   and 
Citizenship   in   the   eighth   grade,   supplemented   by   an   elective 
course  in  Pacific  Coast  History    (in  place  of  Ancient  History),  in 
the  ninth  grade4, — an  arrangement  with  which  the  writer  finds 
himself  in  thorough  accord.     For  few  boys  or  girls  has  Ancient 
History,  as  at  present  organized  and  taught,  any  great  amount 
of  stimulation  or  abiding  interest.     This  is  particularly  tru(e  of 
those  youths  (attending  schools  in  our  rural  and  quasi-rural  com- 
munities), whose  life  experiences  have  not  enabled  them  to  par- 
ticipate to  any  considerable  extent  in  social  relations,  and  who 
have  had  little  opportunity  to  begin  to  develop  an  historical  taste. 
For  them  the  true  approach  to  historical  studies  is  through  the 
less  remote  and  the  more  vital  and  concrete  elements  of  human 
activity. 

7.  The  courses  in  Mathematics  emphasize  the  concrete  and 
practical  elements,  and  minimize  the  abstract  and  formal  phases.5 


4  The  aim  of  the  three  years'  course  in  History  is  stated  as  securing 
for  the  pupil,  "First:  A  fair  understanding  of  the  development  of  the 
civilization  in  which  he  lives,  a  realization  of  the  cost  of  our  present  civil 
liberty  and  of  the  fact  that  our  forefathers  were  making  our  history  be- 
fore the  New  World  was  discovered.     Second :  A  'minimum  of  the  facts 
of  United  States  History.     Third:  A  considerable  knowledge  of  the  his- 
tory, government  and  problems  of  his  immediate  environment  and  a  desire 
to  meet  them  in  a  broad-minded  way  and  cheerfully  to  contribute  what 
he  can  to  the  solution  of  difficult  problems." 

5  An  analysis  of  the  course  of  study  shows  that  each  day's  work  in 
arithmetic  involves  three  aspects,  namely :  I,  Mental  Review  "a  few  mom- 


—  15  — 

8.  Requiring  manual  training    (or  cooking  and  sewing), 
Freehand  Drawing,  and  Music  of  all  pupils  in  the  seventh  and 
eighth  grades, — another  wise  requirement. 

9.  Giving  opportunity  to  begin  an  Ancient  or  a  Modern 
Foreign  Language  as  early  as  the  seventh  grade, — the  only  ap- 
propriate time  in  which  to  begin  the  study. 

10.  Opportunity  to  take  up  Printing  Arty  as  early  as  the 
seventh  grade. 

11.  Making  English  the  only  required  subject  in  the  ninth 
grade,  and  permitting  supervised  elections  of  all  other  branches, 
thus  even  relegating  Algebra  to  the  list  of  elective  subjects. 

12.  Permitting  Foreign   Languages  to  be  begun    (or  con- 
tinued) in  the  ninth  grade. 

In  short  the  entire  program  is  r.eplete  with  interesting  modi- 
fications of  the  older  order  of  things. 


PLATE  II. 

Outline  of  Course  of  Study  in  the  Grand  Rapids,  Michigan, 
Junior  High  Schools.6 


7 — i    Grade 

English    5 

Arithmetic    5 

Geography    4 

Reading    i 

Bench    Work 3 

Dom.    Science 3 

Dom.     Art i 

Printing     i 

Music     i 

Art  .  i 


8 — i    Grade 

English    5 

Arithmetic    5 

American    History 4 

Reading    i 

Shop    Work 3 

Dom.    Science 3 

Dom.    Art i 

Printing     i 

Music     i 

Art     i 

21 


9 — i    Grade 

English    5 

Algebra    5 

Ancient    History 5 

Latin    5 

German     5 

Pen.    and   Spelling 5 

Physical   Geography 5 

Bookkeeping    5 

Draw,    and    Shop 5 

Freehand   Drawing zY* 

Domestic    Art 5 

Physical    Training i 


ents  daily"  spent  in  emphasizing  "rapidity  and  accuracy  in  handling  easy 
numbers."  2,  Essentials,  few  in  number  and  mastered  thoroughly  by  the 
class,  and  3,  Application,  under  the  following  typical  forms :  (a)  House- 
hold expense  account;  (b)  Grocery  bills  using  aliquot  parts;  (c)  Gas  and 
Electric  meters  and  bills;  (d)  Reduction  sales  from  stores  and  advertise- 
ments; (e)  Buying  and  selling  Real  Estate;  (f)  Promissory  notes;  (g) 
Checking  accounts;  (h)  Local  Problems,  etc. 

6  This  course,  of  study  in  7th  and  8th  grades  is  offered  only  in  those 
schools  that  have  departmental  organization  of  those  grades. 


— 16  — 

Elective  and  Special  Elective  and  Special 

Business    Arith 5      Latin    5 

Applied   English 5      German    5 

Latin    5      Mech.    Drawing 3 

Mech.    Drawing 2      Business    Arith 5 

German    5      Applied   English 5 

Chorus  or  Orchestra....    2       Chorus  or  Orchestra 2 

Printing     5   to   25 

Dom.     Art 5   to   10 

Art    5  to   10 

Metal    Working 2 

Elementary     Science....    2 

THE  GRAND  RAPIDS  PLAN. 

Plate  II  gives  the  course  of  study  as  it  is  today  in  operation 
in  the  Grand  Rapids,  Michigan,  Junior  High  School.  The  fol- 
lowing items  call  for  special  consideration. 

1.  The  principle  of  election  is  introduced  as  early  as  the 
seventh  grade. 

2.  There  is  an  abandonment  of  the  uniform  five  period  per 
week  class  schedule. 

3.  Each    pupil    carries    twenty-one    periods    of    prescribed 
work,  and  additional  elective  studies. 

4.  Domestic  Science  and  Art  for  girls,  and  Manual  Train- 
ing and  Printing  for  boys  are  prescribed  subjects. 

5.  Arithmetic  and  algebra  continue  to  occupy  their  tradi- 
tional places. 

6.  Business  Arithmetic  and  applied  English  are  given  recog- 
nition from  the  seventh  grade. 

7.  American  History  is  accorded  three  terms'  work,  where- 
as, in  the  ninth  grade,  Ancient  History  continues  as  the  only 
course  in  social  science  open  to  pupils  in  that  grade. 

8.  Foreign  language  study  is  permitted  in  the  seventh  and 
eighth  grades. 

Thus  it  is  seen  that  in  some  respects  the  Grand  Rapids  plan 
is  more  conservative  than  the  Berkeley  plan,  but  in  other  respects 
it  is  more  radical. 


PLATE  III. 

INTERMEDIATE  SCHOOLS. 
JACKSON,  MICHIGAN. 

Outline  Suggested  Organization  and  Course  of  Study. 

Grade    7  Grade    8  Grade    9 

Required  Required  Required 

English    5  English    5       English    5 

Arithmetic    5  Arithmetic    5      General    Mathematics    or 

Commercial  Arith 3 

Geog.     76,     U.     S.     His-  U.   S.  History 3      Civics    2 

tory    7A 3  Physical   Training 2      Physical   Training 2 

Physical   Training 2 

Woodworking    or    Cook- 
ing and  Serving 2 

Special    Special    Special    


Select  6  to    10  units                   Select   8  to    14  units  Select  12  to  20  units 

Spelling*    ..............    i  Physiology    ............  2  Oral   English  ...........  2 

Penmanship*    ..........    i 

Drawing    ..............    2  Drawing    ..............  2  Drawing    ..............  2 

Music    .................    i  Music    .................  i  Music    .................  i 

German    ...............    5  German    ...............  5  German    ...............  5 

Latin     .................    5  Latin     .................  5  Latin     .................  5 


Printing   ...............    3       Workshop,   Mech.   Draw.   5       Workshop,   Mech.   Draw.   5 

Printing,    Bookbinding.  .    S 

Sewing     ...............    3      Dom.   Science  and  Arts.    5      Sewing,   Millinery  .......    5 

Household     Management  2 

Bookkeeping    ..........    5       Typewriting    ...........    5       Bookpg.   Office  Practice.    5 

Stenography,    Typewrit.  .    5 

General    Science  ........    3       Elementary    Agriculture.    3      Agricultural    Botany....    5 

Gardening    .............   2       Poultry    Raising  ........    2      Ornamental     Planting...    2 


Required    units...  17  Required    units...  15  Required    units...  12 

Selected    units....    6  to   10       Selected    units....    8  to   14      Selected    units....  12  to  20 


Total     23  to  27          Total     23  to  29          Total     24  to  32 

Summary :   Required  units,  44  ;  selected,  26  to  33  ;  total,  70  to  88. 
*  Spelling  and  penmanship  required  of  all  pupils  until  proficient. 


—  i8  — 

THE  JACKSON  PLAN. 

Plate  III  gives  the  program  of  studies  as  tentatively  drawn 
up  by  Superintendent  Marsh  for  the  Intermediate  Schools  of 
Jackson,  Michigan.  The  unique  features  of  this  program  are: 

1.  The  broad  scope  or  range  of  offerings  presented. 

2.  The  degree  of  flexibility  of  administration  that  is  pro- 
vided. 

3.  The  unusually  large  number  of  weekly  recitation  per- 
iods   (23  to  32)  permitted  to  pupils. 

4.  The  granting  of   credit   for  "Special  Work,"  meaning 
thereby  "special  instruction  out  of  school  during  th,e  school  term 
in  vocal  music,  piano,  violin,  drawing  or  painting." 

5.  The  introduction  of  a  course  in  General  Science  in  the 
seventh  grade. 

6.  The  prescription  of  two  periods  in  Physical  Training 
each  year. 

7.  The  introduction  for  Commercial  Work  as  early  as  the 
seventh  grade. 

8.  The  introduction  of  Elementary  Agriculture  and  Poultry 
Raising  in  the  eighth  grade — a  particularly  interesting  innovation 
considering  the  fact  that  Jackson  is  a  city  of  more  than  30,000 
population  and  draws  few  pupils  into  the  seventh  grade  from 
the  country  districts. 

In  general  this  proposed  program  has  the  writer's  hearty 
approval. 


—  19  — 


PLATE  IV. 
MICHIGAN  STATE  DEPARTMENT  OF  EDUCATION. 

Suggested  Courses  of  Study  for  Michigan 
High  Schools. 


literary 

Required 
English    5 

Agricultural 
GI 
Required 

^A: 

5 
4 

2 
2 

4 
3 

2 
I 
2 

^A: 

5 
4 

5 

4 

2 

2 

2 

[A] 

5 

5 

5 

5 
5 

2 
2 

Household  Arts 

DE  7 
Required 

Commercial 

Required 
English    5 

U.   S.    History...    2 

U.    S.   History... 

History    2 
Physiology    2 

History    2 

y         j° 

Geography     4 

Elective 
Manual    Training  2 
Agriculture     i 
Bookkeeping    ....   2 
Penmanship    ....   2 

Required 

English             .          5 

A     ' 

Manual    Training 

GF 
Required 
English    

Elective 
Bookkeeping    ....    i 
Agriculture    i 

DE  8 
Required 
English    5 

Elective 
Penmanship    ....   2 
Manual    Training  2 

Required 
English    5 

Arithmetic    

Arithmetic    4 

U.     S.     History- 
Civics                       5 

U.     S.     History— 

U.     S.    History— 
Civics    5 

U.     S.     History- 
Civics    5 

Grammar    4 

Music   2 

Drawing    
Agriculture    
Manual     Training 

GF 
Required 
English 

Drawing    2 

Drawing    2 

Elective 
Manual    Training  2 
Agriculture    i 
Bookkeeping    ....    i 
Penmanship    2 

Required 
English                      5 

Bookkeeping    i 

Elective 
Penmanship    ....   2 
Manual    Training  2 

Required 
English    5 

Elective 
Bookkeeping    ....    i 
Agriculture    i 

DE  9 
Required 

English    5 

Sewing    s 

Arithmetic    ....       5 

Elective 
Latin    5 

Botany  &  Zoology 
or  Physiography 

Elective 
Ancient    History. 

Elective 
Ancient    History.    5 
Botany  &  Zoology 
or   Physiography  5 
Arithmetic    5 

Writing    &    Spell.  5 

Elective 
Ancient    History.    5 
Botany  &  Zoology 
or  Physiography  5 
Algebra    5 

Ancient    History.    5 
Botany  &  Zoology 
or   Physiography   5 

Music  2 

Music  2 

—  20  — 


Required 

Knglish    5 

Geometry    5 

Elective 

Latin    5 

Modern    History.  5 

Commercial  Geog.  5 

Music 2 

Drawing    2 


English    5 


GRADE  10 
Required  Required 

English    5 

Sewing 5 

Elective 

Modern    History.  5 

Bookkeeping    ....  5 

Geometry    5 

Music   2 

Drawing    2 


Geometry 
Agriculture    .... 

Elective 

Bookkeeping  ... 
Modern  History 
Commercial  Geog.  5 

Music   2 

Drawing    2 


Required 

English    5 

Bookkeeping    ....  5 

Commercial   Geog.  5 

Elective 

Modern    History.  5 

Geometry    5 

Music 2 

Drawing    2 


GRADE  ii 


Required 

Required 
English    5 

Required 

Required 
English                       < 

Advanced  Algebra 

Agriculture    5 

Cooking    5 

&   Solid    Geom.   5 

Chemistry    5 

Chemistry    5 

Elective 
Latin                           5 

Elective 

Elective 

Elective 
Advanced  Algebra 

German    5 

&   Solid   Geom.   5 

&   Solid   Geom    5 

German    5 

German    .                   5 

Music  2 

Music   2 

Music                          2 

Drawing    .            .   2 

Drawing     .             .    2 

Drawing    .            .   2 

GRADE  12 


Required 

U.     S.     History- 
Civics    

5 

Required 

U.     S.     History- 
Civics    5 

Required 

U.     S.     History- 
Civics    5 

Required 
U.     S.     History— 

Agriculture    5 

Cooking    5 

Elective 

Physics   5 

Commercial     Law 

g 

Elective 

Physics   5 

&  Bus.   Prac...    5 

5 

German    5 

German    5 

Elective 

English    Liter.  .  .  . 

5 

English    Liter.  ...    5 

English    Liter.  ...    5 

•  Physics    5 

Music  

7 

Music   2 

Music  2 

German    5 

7 

Drawing     2 

Drawing    2 

English                      5 

Drawing    2 

THE  STATE  DEPARTMENT  PLAN. 

Plate  IV  gives  the  Program  of  Studies  by  the  State  Depart- 
ment of  Education  of  Michigan  for  the  high  schools  of  the  State. 
The  observations  and  criticisms  which  may  be  directed  to  this 
proposed  scheme  are  as  follows : 

i.  The  plan  is  presented  in  the  form  of  four  parallel  cur- 
ricula designed  to  aid  young  people  in  shaping  their  entire 
courses  at  the  v,ery  outset, — a  very  commendable  and  desirable 
plan. 


—  21 

2.  Analysis  shows  that  there  is  really  little  difference  in  the 
organization  of  these  curricula,  and  raises  the  thought  that  they 
do  not  constitute  the  true  guides  to  pupils  that  they  are  capable 
of  being.     Moreover  no  one  of  the  curricula  quite  corresponds 
in  fact  to  the  title  accorded  it.    Thus,  no  foreign  language  study 
is  provided  in  the  Literary  Curriculum  below  the  ninth  grade ; 
the  Agriculture  Curriculum  offers  but  two  recitation  periods  in 
Agriculture,  as  such,  below  the  tenth  grade ;  and  the  Commercial 
Curriculum  provides  but  a  single  hour  of   strictly   commercial 
work  below  the  tenth  grade. 

3.  English  grammar  holds  its  traditional  and  conspicuous 
place  throughout   all   the   curricula,   and   Algebra   stands   forth 
as  a  prescribed  subject  in  the  ninth  grade  of  both  the  Literary 
and  Agricultural  curricula. 

4.  There  is  little  real  departure  from  the  five  period-per- 
week  schedule,  save  in  the  newer  subjects. 


22 — 


PLATE  V. 

HIGH  SCHOOL  ENROLLMENT  IN  VARIOUS 
SUBJECTS 


-  —  -/4. 
/ 


si      s: 


The   diagram    shows   percentage   of   total  high-school   enroll- 
ment   in    U.    S.    taking   courses    in    mathematics   — x — ;    foreign 

languages   — o — ;    science   — ;    classics    ---;    history -,    and 

Engish  o  o  o.      Data   from  tabulation,   page    1,141,    Report  U.    S. 
Commissioner  of  Education,    1910.      i   mm.   —   1.2  percent. 

LATIN  AND  HISTORY  IN  THE  NEW  PLAN. 

Plate  V  is  a  diagram  showing  the  percentage  of  total  high 
school  enrollment  in  the  United  States  taking  courses  in  various 
subjects.  The  interesting  points  in  the  graph  are  the  relatively 
poor  showing  made  by  Latin  and  History.  If  one  accepts  the 


—  23  — 

premise  that  these  subjects  are  educationally  of  high  value,  the 
conclusion  seems  unavoidable  that  some  steps  should  be  taken  to 
give  them  greater  prominence  in  the  schools.  The  complete  re- 
organization of  the  courses  in  History  appears  to  be  the  treat- 
ment necessary  to  strengthen  and  popularize  that  subject,  center- 
ing1 the  emphasis  (during  the  Junior  High  School  years),  in 
biography,  world  events  of  a  strikingly  spectacular  nature,  local 
and  recent  history,  local  government,  and  current  topics.  The 
salvation  of  Latin  as  a  school  study  likewise  appears  to  be  depen- 
dent upon  the  simplification  and  vitalization  of  the  course  and 
the  introduction  of  the  work  at  an  earlier  stage  of  a  pupil's 
schooling, — at  a  time  when  rote  memory  is  strong  and  when 
interest  in  unfamiliar  words  and  forms  is  keen.  The  six-six 
organization  of  schools  lends  itself  easily,  as  has  already  been 
seen,  to  the  reform  of  the  work  in  both  these  important  subjects 
of  study. 

CHART  VI. 
FRANKFORT,  GERMANY,  GYMNASIA!,  PROGRAM.7 


Years      

i 

2 

3 

4 

5 

6         7 

8 

9 

Tot 

Religion     

•  •      3 

2 

2 

2 

2 

2             2 

2 

2 

19 

German    

•  •      5 

4 

4 

3 

3 

3          3 

3 

3 

31 

Latin    

10 

IO 

8         8 

8 

8 

52 

Greek     

7         8 

8 

8 

3i 

French    

..     6 

6 

6 

3 

2 

2             2 

2 

2 

31 

History    &    Geography  

2 

2 

6 

3 

4 

2             2 

2 

3 

26 

Mathematics     

•  •      5 

5 

5 

4 

4 

3          3 

3 

3 

35 

Natural    History  

2 

3 

3 

2 

2 

12 

Physics      

2             2' 

2 

2 

8 

Writing     

2 

2 

4 

Drawing     

2 

2 

2 

2 

8 

Singing    

2 

2 

4 

Gymnastics     

•  -      3 

3 

3 

3 

3 

3          3 

3 

3 

27 

Total     

..   30 

31 

3i 

32 

32 

33       33 

33 

33 

288 

Figures  indicate  the  number  of  recitation  periods  per  week,  per  year. 
REFORMED  GYMNASIAI,  PLAN  OF  GERMANY. 


Chart  VI  represents  the  Program  of  Studies  in  the  so-called 
Reform  School  or  the  Frankfort  type  of  gymnasial  school  in 


—  24  — 

Germany.  The  program  of  the  Saxony  Reform  School  is  very 
similar.  Together  these  two  types  of  Secondary  Schools  are 
advancing  in  prestige  in  Germany  very  rapidly. 

The  chart  has  been  introduced  here  for  the  sake  of  showing 
how  familiar  to  Germany  are  many  of  the  principles  and  admin- 
istrative arrangements  that  are  today  in  America  being  advocated 
for  the  six-year  high  school.  The  following  points  are  especial- 
ly to  be  noted : 

1.  The  secondary  school  course  is  nine  years  in  length. 

2.  Pupils  enter  the  school  usually  at  the  ages  of  nine  or  ten 
years. 

3.  The  vernacular  language  is  studied  through  each  year 
of  the  course. 

4.  Modern  foreign  languages  are  begun  before  ancient  lan- 
guages and  are  pursued  for  a  period  of  nine  years. 

5.  Latin  is  begun  in  the  fourth  school  year,  at  a  time  when 
the  pupil  is  about  twelve  years  of  age. 

6.  History  and  Geography  are  closely  correlated. 

7.  Mathematics,  pursued  each  year  of  the  course,  is  not 
rigidly    differentiated,   but   combines   Arithmetic,    Algebra,    and 
Geometry  in  appropriate  proportions. 

8.  Gymnastics  are  prescribed  for  all  during  each  year  of 
the  course. 

9.  Physics  extends  over  four  years ;  natural  history  over 
five. 

10.  Uniformity  in  the  allotment  of  weekly  class-periods  is 
unknown. 

11.  Continuity    of    effort    is    everywhere    encouraged    and 
demanded. 

12.  The  number  of  weekly  class-periods  per  pupil  is  large. 

13.  The  total  number  of  year-hours  required  for  graduation 
is  large   (288),  and  if  reduced  to  semestral-hours  is  still  more 
impressive  (576). 

Surely  with  schools  of  this  type  illustrating  the  operation 
of  desirable  educational  principles  and  practices  for  decades, 
there  is  ample  precedent  for  the  establishment  of  similar  reform 
schools  in  America. 


CHART  VII. 
THE  SCHEME  OF  THE  FRENCH  LYC£ES. 

First  Cycle.  Second    Cycle. 

Year:  1234  5  6  7 

A.  Classical   Course.  A.     Latin-Greek  Course.  Philosophy. 

B.  Latin-Modern    Language 

Course. 

C.  Latin-Science  Course. 

B.  Scientific  Course  D.     Science-Modern  Language    Mathematics. 

Course. 

FLEXIBILITY  IN  THE  FRENCH  SCHOOLS. 

Chart  VII  shows  the  attitude  of  the  French  nation  towards 
the  question  of  early  differentiation  of  courses.  As  in  Germany, 
pupils  enter  the  secondary  school  (the  Lycee  being  the  leading 
type),  at  about  the  age  of  nine  or  ten.  The  course  is  seven  years 
in  length,  and  is  divided  into  two  cycles, — one  of  four  years  and 
one  of  three  years.  Each  cycle  aims  to  give  a  rounded  well- 
balanced  training,  so  that,  if  pupils  find  they  must  withdraw  from 
school  at  the  end  of  the  first  cycle,  they  will  have  acquired  an 
education  that  is  imperfect  only  in  the  sense  that  it  is  incomplete. 
Moreover,  differentiation  of  courses  begins  at  the  very  outset  of 
the  school  work,  a  pupil  having  a  choice  of  either  Latin  or 
Science.  At  the  end  of  the  fourth  year  a  second  differentiation 
of  courses  occurs,  and  finally,  in  the  last  year,  a  year  of  special- 
ized study  is  provided.  Thus  France  secures  flexibility  of  school 
work  through  the  organization  of  parallel  courses  or  curricula 
within  a  given  school,  whereas  Germany  seeks  the  same  end 
through  the  differentiation  of  schools  as  schools.  The  important 
point  to  be  noted  in  both  cases  is  that  provision  for  a  differentia- 
tion of  work  is  made  for  pupils  at  about  the  age  of  nine  or  ten 
years. 


—  26  — 

CHART  VIII. 
ANOTHER  SUGGESTED  PROGRAM. 


English  5 

Math.  (Arith.,  Algebra, 

Geometry)  4 

World  Hist.  (Biog.)...  3 
World  Geog.  thru  human 

activities  and  interests  4 
Physiology  &  Hygiene..  2 
Man.  Training  (boys) . .  2 
Domestic  Art  (girls) ...  2 

Music  2 

Drawing  2 

Assembly  i 

Elective 

Latin    5 

German    5 

Agriculture  &  Hortic...  3 

Man.  Train,    (additional)  3 

Dom.  Art   (additional) . .  3 

Bookkeeping    2 

Penmanship    2 

Special    (out-of-school- 

work)    i    to  5 


English    5 

U.    S.    History    &    Com- 
munity   Civics 5 

Math.     (Arith.,    Algebra, 

Geometry)     4 

Elementary    Science 3 

Man.    Training    (boys) .  .  2 

Dom.    Science    (girls) ...  2 

Vocational    Knowledge.,  i 

Music     2 

Drawing    2 

Assembly    i 

Elective    * 

Agriculture    &    Hortic. . .  5 

Latin    5 

German    5 

Man.  Train,   (additional)  3 

Dom.    Sc.    (additional) .  .  3 

Stenography    3 

Penmanship    i 

Trade     4 

Special    (out-of-school- 

work)    i    to  5 


English    5 

Assembly    i 

Elective 

Latin     (Beg.    or    Cont.)  5 

German   (Beg.  or  Cont.)  5 

Biology     5 

European  Hist,  to  1750.  5 

Algebra    3 

Manual    Training 5 

Household    Arts 5 

Agriculture     5 

Shorthand    5 

Typewriting    5 

Business   Forms    3 

Music     2 

Drawing    2 

Trade     5 

Special    (out-of-school- 

work)    i    to  5 


Chart  VIII  represents  a  personal  attempt  to  suggest  a  pro- 
gram that  is  adaptable  to  any  typical  community.  It  is  not 
offered  with  the  thought  that  it  is  necessarily  superior  to  all 
others,  but  is  presented  for  whatever  it  may  be  worth. 

SUMMARY  of  FIRST  STEPS. 

No  attempt  has  been  made  in  this  paper  to  sketch  the  pos- 
sible organization  of  the  program  of  studies  for  the  Senior  High 
School.  In  the  nature  of  the  case  this  must  depend  upon  the 
ambitions,  resources,  and  needs  of  each  respective  community. 
That  some  schools  will  endeavor  to  save  to  pupils  an  entire  year 
in  their  course  is  already  seen  in  the  attitude,  for  example,  of 
the  University  of  Chicago  High  School  and  the  East  Chicago, 
Indiana,  High  School,  both  of  which  plan  to  issue  diplomas  of 
graduation  on  the  completion  of  eleven  years  public  school  work. 


—  27  — 

On  the  other  hand,  the  spirit  of  the  six-six  plan  is  not  to 
reduce  the  period  of  schooling'  nearly  so  much  as  it  is  to  enrich 
and  intensify  the  twelve  years  devoted  to  it.  No  doubt,  under 
the  flexible  arrangement  of  the  scheme  many  a  bright  pupil  will 
be  able  to  complete  the  prescribed  course  in  less  than  twelve  years. 
Such  pupils  should  be  encouraged  to  do  so.  In  the  same  way, 
however,  for  such  as  can  not  readily  and  satisfactorily  cover  the 
ground  in  the  normal  time,  provision  should  be  made  for  a  rate 
of  progress  that  is  suited  to  the  ability. 

The  first  matters  of  consideration,  therefore,  in  organizing 
a  school  on  the  six- three-three  basis  are  (to  reiterate)  : 

1.  A  modification  of  the  content  or  courses  of  study  of  the 
seventh,  eighth,  and  ninth  grades  particularly. 

2.  A  modification  of  the  uniform  schedule  of  class-periods. 

3.  Much    flexibility    of    administration,    secured    primarily 
through:  (a)  minimum  prescriptions  of  subjects;  (b)  election  of 
other  subjects  under  guidance. 

4.  Suggestive  curricula. 

ADDITIONAL  ADMINISTRATIVE  PROBLEMS. 

The  adoption  of  the  above  mentioned  changes  is,  however, 
far  from  meeting  all  the  problems  which  the  six-six  organization 
entails.  The  limits  of  this  paper  do  not  permit  any  extended  dis- 
cussion of  the  many  questions  of  administration  which  are  in- 
separably entwined  with  the  modifications  of  the  program  of 
studies.  Briefly  considered,  however,  the  following  items,  more 
or  less  catagorically  stated,  must  enter  into  the  reorganization 
scheme  of  any  well-planned  reform  which  embodies  the  principles 
of  the  six-six  arrangement. 

First  f  the  departmental  organization  of  the  seventh  and 
eighth  grades.  The  advantages  of  this  plan  are  so  obvious  to  all 
and  the  custom  is  now  so  generally  followed  in  schools  of  the 
first  rank  that  nothing  further  need  be  said  in  support  of  the 
change.  No  teacher  is  fitted  adequately  to  teach  all  subjects  with 
equal  efficiency;  no  pupil  but  can  profit  from  contact  with  more 
than  one  teaching  personality. 


—  28  — 

Second,  promotion  by  subject  above  the  sixth  grade.  No 
course  is  more  prolific  of  discouragement  for  pupils  than  to  be 
obliged  to  repeat  an  entire  year's  or  semester's  work  in  all  sub- 
jects because,  forsooth,  the  accomplishments  in  one  subject  of 
study  fall  short  somewhat  of  the  passing  standard.  Flexibility 
is  the  keynote  of  the  six-six  arrangement:  adjustment  to  indi- 
vidual differences  is  the  mark  of  twentieth  century  pedagogy. 
Whoever  fails  to  promote  pupils  on  their  merits  in  each  branch 
of  study,  irrespective  of  what  their  attainments  have  been  in 
other  branches,  -S«£not  "yet  caught  the  whisperings  of  modern 
educational  thought  and  practice. 

Third,  teachers  in  the  Junior  High  School  grades  as  thor- 
oughly trained  and  as  efficient  as  those  in  the  Senior  High  School. 
Ultimately^  yea,  speedily,  this  means  teachers  with  college  de- 
grees and  professional  training.  It  ought  to  mean,  also,  teachers 
of  successful  experience  and  with  maturity  of  judgment.  The 
task  of  introducing  pupils  for  the  first  time  to  new  lines  of 
thought  and  responses  calls  for  the  highest  possible  skill.  The 
young  callow  girl  or  boy,  perfect  it  may  be  in  the  knowledge  of 
the  subject  to  be  taught,  but  ignorant  of  the  deeper  meanings  of 
life  and  life's  relations,  will  serve  the  cause  of  education  vastly 
better  if  put  in  charge  of  advanced  courses  than  over  beginners. 
From  the  typical  'young  Ph.D.,  man  in  college  and  the  typical 
young  A.B.  student  in  Junior  High  School  may  the  supervising 
authorities  forever  deliver  the  freshman  student. 

During  the  period  of  transition  from  the  old  system  to  the 
new  insistence  upon  the  employment  of  none  but  college-bred 
teachers  would,  however,  be  as  unjust  as  it  would  be  futile  and 
impracticable.  Old  and  faithful  teachers  may  not  be  made  to 
suffer  nor  be  unceremoniously  eliminated  from  the  system.  Time 
and  opportunity  for  readjustments  must  be  permitted.  For  those 
teachers  in  th&  seventh  and  eighth  grades  who  are  by  tempera- 
ment unfitted  for  departmental  work,  transfers  of  positions  must 
be  made.  For  others,  the  assignment  of  such  courses  as  they  are 
amply  fitted  to  teach  effectively  must  be  made.  For  all,  con- 
tinued growth  in  services  must  be  demanded.  Hence  leave  of 
absence  for  such  as  seek  it  in  order  to  fit  themselves  the  better 


—  29  — 

for  the  new  work  should  b,~  cheerfully  granted  by  Boards  of 
Education.  Encouragement  should  be  given  to  attendance  on 
Summer  Sessions  of  Colleges,  and  local  study  clubs  should  be 
fostered.  In  the  meantime  all  work  of  the  seventh  and  eighth 
grades  should  be  brought  under  the  direct  supervision  of  the 
high  school  principal  and  the  heads  of  the  various  departments. 
In  these  ways,  and  in  these  ways  only,  can  the  work  of  the  re- 
organized school  be  properly  strengthened  and  made  to  meet  the 
expectations  of  the  propogandists  of  the  new  movement. 

Fourth,  a  new  mode  of  determining  and  recording  school 
credits.  With  the  abandonment  of  the  old  five-period-per-week 
class  schedule  the  present  mode  of  granting  one  school  credit  for 
each  semester's  work  in  a  given  subject  becomes  disjointed,  if 
not  entirely  unusable.  To  be  sure  in  place  of  the  sixteen  units, 
or  thirty-two  credits,  now  usually  required  for  graduation,  eight 
additional  units,  or  sixteen  additional  credits,  may  be  prescribed, 
thus  making  the  standard  for  the  six  years  twenty-four  units,  or 
forty-eight  credits.  By  adopting  with  this  plan  the  custom  of 
using  fractional  units  of  measurement,  the  scheme  has  few  objec- 
tions and  is  workable.  Thus,  for  illustration,  a  subject  pursued 
three  times  per  week  would  be  given  three-fifths  (3/5),  or  six- 
tenths  (.6)  of  a  unit  credit;  one  meeting  four  times  per  week, 
four-fifths  (4/5)  or  eight-tenths  (.8)  of  a  unit  credit. 

A  much  more  convenient  and  satisfactory  method  of  solv- 
ing the  problem  is  by  the  adoption  of  the  college  custom  of 
estimating  all  credit  in  semester  hours.  Sixteen  units,  the  present 
common  requirement  for  high  school  graduation,  comprise  80 
year-hours  (four  subjects,  five  periods  per  week  for  four  years) 
or  160  semester-hours  (four  subjects,  five  periods  per  w;eek  for 
four  years  of  two  semesters  each).  Hence  by  adding  two  years 
to  the  high  school  course  the  resulting  proportionate  amount  of 
credit  added  is  fifty  percent.  In  consequence  a  standard  for 
graduation  of  120  year-hours,  or,  preferably,  240  semester-hours 
is  highly  to  be  recommended. 

Fifth,  abolition  of  the  eighth  grade  graduation  exercises. 
One  of  the  chief  alleged  advantages  of  the  six-three-three  plan 
is  that  it  will  tend  to  retain  more  pupils  in  school  for  longer 


—  3o  — 

periods.  To  hold  elaborate  exercises  at  the  end  of  the  eighth  (or 
ninth)  grade  is  but  to  suggest  that  a  stopping  place  has  been 
reached  and  to  invite  pupils  to  discontinue  their  schooling  at  that 
point. 

Sixth,  modification  of  the  terms  of  articulation  of  the  sec- 
ondary school  with  college  and  university.  The  University  of 
Michigan  has  already  anticipated  the  issue  and  has  recently,  by 
vote  of  the  Literary  Faculty  and  the  Regents,  passed  the  follow- 
ing resolutions,  namely : 

"i.  That  school  authorities  be  encouraged  to  incorporate  the 
seventh  and  eighth  grades  of  the  elementary  school  as  an  integral 
part  of  the  high  school,  forming  a  six-year  system. 

2.  That  school  authorities  be  recommended  to  organize  the 
six-year  high  school  system  into  a  Junior  High  School  of  three 
years  and  a  Senior  High  School  of  three  years  as  soon  as  local 
conditions  will  admit. 

3.  That  graduates  of  six-year  high  school  courses  be  re- 
quired to  gain  during  th  last  three  years  at  least  eight  of  the 
fifteen  units  required  for  admission,  two  of  which  units  shall  be 
obtained  during  the  senior  year. 

4.  That  graduates  of  six-year  high  school  courses  be  per- 
mitted to  apply  for  university  credit  on  examination." 

Since,  in  accordance  with  these  resolutions,  seven  of  the 
fifteen  units  required  for"  admission  may  be  gained  below  the 
tenth  grade,  and  since,  further,  four  units  are  ordinarily  gained 
at  present  in  the  ninth  grade,  it  means  that  the  University  of 
Michigan  has  agreed  to  accept  for  admission  three  units  gained 
in  the  seventh  and  eighth  grades.  In  as  much,  further,  as  a  unit 
as  defined  by  colleges  ordinarily  signifies  a  subject  to  which  has 
been  devoted  not  fewer  than  7,200  recitation-minutes,  either  of 
two  administrative  changes  must  be  made  in  the  work  of  the 
seventh  and  eighth  grades,  namely:  (a)  Increasing  the  length 
of  class  periods  'to  the  customary  high  school  requirement  of 
forty  minutes  in  the  clear;  or  (b)  granting  less  than  full  credit 
for  a  course  successfully  pursued  in  these  two  grades.  Possibly 
allowing  half  credit  here  would  be  the  safest  and  wisest  arrange- 
ment. 


The  University  of  Chicago,  on  its  part,  has  adopted  a  slight- 
ly different  mode  of  adjusting  credits  gained  in  the  six-year  sys- 
tem. The  plan  here  is  not  to  go  back  of  the  face  returns,  but 
to  accept  for  college  admission  any  work  don,e  in  the  Junior  High 
School  provided  it  has  been  accepted  and  tested  by  the  authorities 
of  the  Senior  High  School.  Hence  the  amount  of  credit  to  be 
allowed  in  any  given  case  will  be  determined  by  the  facts  of  the 
particular  situation.  Nominally  there  is  no  specified  limit  to  the 
number  of  units  to  be  thus  gained ;  actually  the  amount  will  not 
vary  greatly  from  that  accepted  by  the  University  of  Michigan. 

Seventh,  provision  for  supervised  study.  This  change  is  not 
an  essential  innovation  of  the  six-six  arrangement.  It,  however, 
is  a  pedagogical  principle  of  such  value  that  it  is  being  incorpor- 
ated in  many  schools  in  which  the  six-year  high  school  is  being 
established.  Accompanying  this  change,  and  almost  a  necessary 
condition  of  it,  is  the  idea  of  a  longer  recitation  period.  Full 
sixty-minute  hours  are  the  ideal,  to  be  employed  either  entirely 
in  discussions,  assignments  of  lessons,  and  lectures,  or  else  'divid- 
ed into  two  parts,  one  part  being  devoted  to  the  formal  recitation 
and  the  other  part  to  study  under  the  immediate  and  individual 
supervision  and  direction  of  the  class  teacher. 

Eighth,  provision  for  a  longer  school  day.  This  change  is 
inevitable,  if  provision  for  supervised  study  and  longer  class 
periods  is  adopted.  The  present  trend  seems  to  be  toward  an 
eight-period  school-day,  some  of  these  periods  to  be  used  by 
pupils  for  laboratory  and  shop  work,  supervised  recreation  exer-  • 
cises,  assembly  or  auditorium  meetings,  and  other  types  of  quasi- 
academic  activity. 

Ninth,  modification  of  methods  of  teaching.  This  problem 
is  as  yet  not  clear  to  any  one.  It  merely  raises  the  question  as 
to  whether  or  not  present  high  school  methods  of  teaching  shall 
be  adopted  in  toto  for  the  seventh  and  eighth  grades.  Shall,  for 
example,  begnning  Latin  and  beginning  German  be  organized 
and  presented  in  precisely  the  same  manner  in  the  seventh  grade 
as  they  are  now  in  the  ninth  grade?  Or  shall,  for  instance,  the 
aim  be  only  to  give  an  elementary  appreciation  of  the  geography 
and  history  of  the  peoples  concerned,  the  national  traits,  and  a 


—  32  — 

rudamentary  acquaintance  with  the  sounds,  forms,  and  vocabu- 
laries of  the  languages?  Only  experimentation  can  determine 
the  wisest  policy. 

Tenth,  adjustment  of  the  functions  of  the  superintendent 
and  the  high  school  principal  in  reference  to  the  seventh  and 
eighth  grade  work.  No  doubt  there  is  in  this  question  potential 
elements  of  friction.  Nevertheless,  if  the  same  good  common- 
sense  is  exercised  here  as  in  well-conducted  school  systems  of 
the  present  order,  adjustments  will  be  made  harmoniously  and 
easily.  Generosity  of  interest  and  cooperation  of  effort  will 
eliminate  all  elements  of  a  disturbing  kind. 

SUMMARY  OF  THE  PROBLEMS  INVOLVED. 

The  essential  factors,  therefore,  that  enter  into  the  establish- 
ment of  the  six-threc-three  arrangement  of  the  schools  are,  to 
summarize,  th:e  following: 

1.  Reorganization   of  the  subject-matter  of   the   seventh, 
eighth  and  ninth  grades. 

2.  Departmental  teaching. 

3.  Promotion  by  subject. 

4.  Abolition   of   the   uniform   five-period-per-week   class- 
schedules. 

5.  College-bred  and  professionally-trained  teachers  in  all 
grades  above  the  sixth. 

6.  Adoption    of    the    ''hour"    plan    of    recording    school 
credits. 

7.  Longer  class-periods  with  supervised  study. 

8.  Increased  number  of  class  periods  in  the  school  day. 

9.  Experimentation  in  methods. 

10.  Adjustment  of  the  powers  and  duties  of  superintendent 
and  principal  in  reference  to  the  seventh  and  eighth  grades. 

SUMMARY  OF  ADVANTAGES  FOUND. 

A  summary  of  the  advantages  found  by  some  of  the  admin- 
istrators of  the  six-three-three  plan  includes : 

i.     "It  holds  more  pupils  to  the  ninth  grade."    (Kalama- 
zoo).  ; 


—  33  — 

2.  "Our  pupils  stay  in  school  longer,  attend  more  regular- 
ly, and  show  more  interest  in  their  work."    (Detroit,  McMillan). 

3.  "The  costs  range -from   10%  to   100%   higher  than  in 
the  old  type  grammar  school,  but  better  results  are  secured." 
(Evansville). 

4.  "The   departmental   plan   secures   better   teaching  and 
more  interest  in  the  general  work  of  these  (7th  and  8th)  grades." 
(Kalamazoo). 

5.  "There  is  a  financial  saving  in  the  equipping  and  main- 
taining of  shops  and  laboratories."     (Columbus). 

6.  "Discipline  is  better."     (Long  Branch). 

7.  "Our  plan   is  keeping  more  pupils   in   school  and  we 
think   doing  something  definite   for  them  as   a  preparation   for 
work."     (Grand  Rapids,  Union). 

"The   social    experience   of    the    pupils    gained    in    the 
intermediate  schools  has  be.en  beneficial."     (Berkeley). 

9.     "There   is   less   duplication   of   work   in   passing   from 
grade  to  grade."     (Madison,  Ind.).    , 

10.  "It  provides  a  longer  transition  period  from  elemen- 
tary methods  to  secondary  methods."  (Berkeley). 

n.  "The  Junior  High  School  aids  a  city  in"  solving  its 
problem  of  distance  by  bringing  the  school  home  to  the  pupil's 
own  door."  (Evansville). 

12.  "The  problem  of  discipline  is  much  simpler.  Pupils 
show  more  initiative,  self-reliance,  and  sense  of  responsibility." 
(Evansville). 

The  "six-year  high  school  seems,  therefore,  destined  to  be- 
come a  permanent  and  universally  accepted  feature  of  our  school 
system.  For  the  convenience  of  those  interested,  there  is  here 
appended  a  list  of  fities  and  towns  known  to  have  established  the 
six-year  high  school  recently. 

SOME  CITIES  THAT  HAVE  ADOPTED  THE  Six-Six  PI^AN/  OR 
SOME  FORM  OF  IT. 

ARIZONA  Los  Angeles. 

Globe.  Oakland. 

CALIFORNIA  Palo  Alto. 

Berkeley.  Sacremento. 


8  See  also  U.  S.  Com.  Rept.  1914,  pp.  148  ff. 


—  34  — 


CONNECTICUT 

Norwalk. 

South  Norwalk. 
COLORADO 

Fruitvale. 
FLO'RIDA 

Tampa. 
IDAHO 

Idaho  Falls. 

Lewiston. 

Coeur  d'Alene. 
ILLINOIS 

Springfield. 

Quincy. 
INDIANA 

East  Chicago. 

Evansville. 

Gary. 

Richmond. 

Weymour. 

Creencastle. 

Tippecanoe  Co.  H.  S. 
IOWA 

Clinton. 

Gold-field. 
KANSAS 

Neodesha. 

Channte. 

Topeka. 

Newton. 

'Meade. 

Kansas  City. 
KENTUCKY 

Lexington. 

Louisville. 

Covington. 
MASSACHUSETTS 

Boston. 
Clinton. 
MICHIGAN 
Adrian. 
Grand  Rapids. 


f    McMillan. 

Detroit    }-   George  Jr. 
[   Norvall. 

Muskegon. 

Kalamazoo. 
MINNESOTA 

Minneapolis. 

Duluth. 

Rochester. 

Fergus  Falls. 

Faribault. 

Mankato. 
NEBRASKA 

Blair. 

Norfolk. 
NEW  JERSEY 

Trenton. 
NEW  YORK 

Long  Branch. 

Troy. 

Rochester. 
NORTH  DAKOTA 

Bismark. 

Grafton. 
OHIO 

Columbus. 
OREGON 

Portland. 

McMinnville. 
PENNSYLVANIA 

Chambersburg 
SOUTH  DAKOTA 

Lead. 
TEXAS 

Houston. 
UTAH 

Ogden. 
VIRGINIA 

Bristol. 
WASHINGTON 

Walla  Walla. 


—  35  — 
REFERENCES  FOR  FURTHER  CONSULTATION. 

1.  Whitney,  F.  P.,  Educ.  Rev.,  Feb.,  1911. 

2.  'Davis,  C.  O.,  Educ.  Rev.,  Oct.,  1911. 

3.  Robinson,  E.  V.,  Sch.  Rev.,  Dec.,   1912. 

4.  Wheeler,  Geo.,  Sch.  Rev.,  April,  1914. 

5.  Bunker,  F    F.,  Educ.  Rev.,  March,  1914. 

6.  Boynton,  E.,  Educ.  Rev.,  February,   1914. 
/.  Brown,  H.  E.,  'Sch.  Rev.,  May,  1914. 

8.  Judd,  C.  H.,  Sch.  Rev.,  January,  1915. 

9-  Johnston,  C.  H.,  Adm.  and  Super.,  March,  1915. 

10.  Inglis,  A.,  Sch.  Rev.,  May,  1915. 

TI.  Bulletin,  No.  38  (1913),  U.  S.  Bureau. 

J2.  Circular,  Evansville,  Indiana,  High  School. 

13.  Report,  Columbus,  Ohio,  1912. 

14.  Course  of  Study,  Berkeley,  Cal.,   1914. 

15.  Course  of  Study,  Sacramento,  Cal,  1914. 

16.  Handbook,  Richmond,  Indiana,  1914. 

17.  Handbook,  Ellenville,  N.  Y.,   1914. 

18.  Circular,   Lewiston,   Idaho,    1914. 


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LD  21-50m-S,-32 


/ERSITY    OF 
THE  UNI- 


E  AT  ANN 


Jterature, 
ering  and 
hool,  the 
il  School, 
hool,  and 

f  instruc- 


